The design and implementation of Arabic Speech Proficiency (Kalam) lectures is student-centered

Abstrak

Background: This article reports on a project aimed at planning and implementing a student-centered teaching and learning of Arabic Speaking (Kalam). Objective: Attempts to engage the students with the planning of teaching-learning process can be made through brainstorming which is focused on identifying language activities and themes of communicaion needed to do the activities. As regards the implementation, the students might be involved in the process of setting learning targets and developing learning strategies necessary to meet the targets. Method: The purpose of this study is to describe the design and implementation of student-centered Kalam proficiency lectures which are detailed into: (1) describe the design of more student-centered Kalam proficiency lectures through brainstorming activities and (2) describe the implementation of more student-centered Kalam lectures, through (a) formulation of learning targets by students and (b) development of learning strategies by students. The design used in the study is an action research design. Results and Discussion:.  Speaking skills are considered a very important skill in learning foreign languages, because speaking is an application in the language and is the initial goal of someone who learns a language. It's just that, what needs to be considered in learning to speak in order to get maximum results is the ability of a teacher and the method he uses, because these two factors have a dominance of successful speaking learning Conclusion and Implication: First, Kalam's lecture design is more effectively done by focusing on students through brainstorming. Second, the formulation of learning targets by individual students makes the implementation of Kalam lectures more student-centered. Third, by having specific learning targets, students develop a variety of relevant and significant learning strategies to develop Arabic speaking proficiency